Tier I (School-wide)
Behavioral Interventions
Joseph D. Otter LMSW
Behavior Specialist
Capital Region/North Country RSE-TASC
(518) 464-3974
[email protected]
Today’s Objectives
• Explore critical features of Tier I (School-wide)
Interventions
• Provide examples of implementation in NYS
schools
• Outline a process for implementation of a Tier I
intervention for two common issues
– Tardy to Class
– Supervision of Common/Less Structured Areas
Acknowledgements
OSEP Technical Assistance Center on Positive
Behavioral Interventions & Supports at the
University of Oregon
Illinois PBIS Network
NYS-PBIS Initiative
Randy Sprick
Capital District/North Country RSE-TASC
(Regional Special Education Technical Assistance Support Center)
The discipline strategies used most
are often the least effective:
• punishment
• exclusion
• counseling
(Gottfredson, 1997; Elliott, Hamburg, & Williams, 1998; Tolan & Guerra, 1994; Lipsey, 1991, 1992)
Proactive Responses
Effective approaches include:
Pro-social skills training
Academic/curricular restructuring
Positive behavioral interventions
(Gottfredson, 1997; Lipsey, 1991; 1992; Lipsey & Wilson, 1993; Tolan &
Guerra, 1994)
Evidence Based Practices in Classroom
Management
1.
Maximize structure in your classroom.
2.
Post, teach, review, monitor, and reinforce a
small number of positively stated expectations.
3.
Actively engage students in observable ways.
4.
Establish a continuum of strategies to
acknowledge appropriate behavior.
5.
Establish a continuum of strategies to respond
to inappropriate behavior.
6
(Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)
6 Components of PBIS
1) Select and define expectations &
routines
2) Teach behavior & routines directly
3) Actively monitor behavior (MIS)
4) Acknowledge appropriate behavior
5) Review data to make decisions
6) Correct behavioral errors
(Pre-correction/Boosters/De-escalation/FBA)
Positive Behavior Interventions & Supports
A Response to Intervention (RtI) Model
Primary
School-Wide Assessment
School-Wide Prevention Systems
Secondary
Small Group
Interventions
SWIS & other
School-wide
data
BEP & group
Intervention data
Group interventions with
An individualized focus
Tertiary
Simple FBA/BIP
Functional assessment tools/
Observations/scatter plots etc.
Multiple-domain FBA/BIP
Wraparound
SIMEO tools: HSC-T, RD-T
Revised August, 2007 IL-PBIS
Adapted from T. Scott, 2004
Steps to Implementing a
Tier 1 Intervention
1. Use data to identify and develop an
understanding of the problem behavior
2. Define what improvement will look like in a
measurable way, including replacement
behaviors
3. Determine interventions (via research and data)
and what staff behavior needs to change to
implement those interventions
4. Implement interventions
5. Progress monitor and modify
Organizing Behavioral Data
Use whatever data already exists
THE BIG FIVE
1.
2.
3.
4.
5.
Problem Behavior
Location
Time of Day
Referrals by Student
Average Per Day/Per Month
Infractions for
Rural High School
400
350
300
250
2000-2001
2001-2002
2002-2003
200
150
100
50
0
Tardiness
Insubord
Truancy
Infractions by time of day
14
12
10
8
November
December
6
4
2
0
8:30
9:30 10:30 11:30 12:30 1:30
2:30
3:30
Discipline Referrals by Student
Number of Students
Middle School - Southern Illinois
250
• 50% of students account for all
200
behavior referrals
150
• 10% of students account for 61%
of all behavior referrals
100
• 5% of students account for
50
41% of all behavior referrals
0
1
4
7 10 13 16 19 22 25 28 31 34 37 40 43 46 49 52
Number of Referrals
Office Referrals by Month
1994-1995
500
400
300
200
100
0
Sep Oct Nov Dec Jan Feb Mar Apr May
Months
Office Referrals/School Day by Month
1994-1995
25
20
15
10
5
0
Sep
Nov
Jan
Months
Mar
May
Data-Based Decision Making
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Office discipline referral data
Staff/Faculty input/survey data
Student input/survey data
Nurses office
Family/Community input/survey data
Academic data
Kid to Kid
Kid to Adult
Example #1 – Tardy to Class
• What does the data say?
– Are certain grade levels more tardy?
– Are students tardy to certain classes?
– Are students tardy more frequently in certain parts of
the building?
– Is tardiness more prevalent after certain activities
(lunch, PE)?
– Are students tardy more frequently at certain times
during the day?
– Certain classes have differing definitions of “on time
to class?” - In room by bell? In seat by bell?
– Are some hallways/areas more effectively monitored
than others?
Tardy to Class by Time of Day
180
160
140
120
100
November
80
December
60
40
20
0
8:30
9:30 10:30 11:30 12:30 1:30
2:30
3:30
Example #1 – Tardy to Class
• What will “better” look like and what meets our
criteria for success?
– Do not aim for 100% eradication of problem behavior!
– Avoid definitions such as “hallways will seem emptier”
or “ more kids appear to have passes”
• How will we measure success?
– Percent on time to class?
– Number caught in hallway sweeps?
• What new, improved behavior are we looking for
from students?
– Arriving on time to class per school definition
– Students who are legitimately late have passes
Example #1 – Tardy to Class
• What interventions do we want to try?
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What are we currently doing?
What does research show is effective?
Are we targeting specific areas, times?
Which interventions are closely related to what needs
to change?
• What staff behaviors need to change?
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Do we need one definition of on-time to class?
How do we monitor and document?
Does staff presence in the hallways need to improve?
Do we need to conduct hallway and other sweeps?
Example #1 – Tardy to Class
Some Sample Interventions
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Teach, remind and prompt appropriate behavior
Increase staff presence in hallways (time, people, etc.)
Change staff hallway behavior
Hallway sweeps near end of/at the end of transition time
Reinforcement for students who are on-time
Change the start of class activities/routines
Change teacher and/or administrative consequences
Increase or decrease amount of transition time
Decrease the frequency of transitions
(selected based on data, staff input, research to fit your building needs)
Example #1 – Tardy to Class
Progress Monitoring and Modification
Process Data
• Are staff performing the necessary behavioral changes?
• Are we adhering to structural/procedural changes?
• Are we as adults doing what we said we would do?
• How do we regroup and make these changes happen?
Outcome Data
• Are we seeing improvement with student behavior?
• Is there shifts in the data; positive, negative, other?
• Are some students persisting with problem behavior and
in need of group or individual interventions?
• What interventions do we want to try or relaunch?
Example #2 – Common/Less
Structured Areas
• What does the data say?
– Are certain grade levels having more issues?
– Do behavioral patterns change when different staff
are present?
– Are students having more concerns in certain
settings?
– Are concerns more prevalent after certain activities
(lunch, PE)?
– Are students having concerns more frequently at
certain times during the day?
Example #2 – Common/Less
Structured Areas
• What will “better” look like and meet our criteria for
success?
– Avoid definitions such as “playground is more peaceful”
– Avoid: “Students will appreciate the lovely playground”
• How will we measure success?
– Decrease in physical collisions/injuries?
– Decrease in messes left in cafeteria, students stay at
assigned tables, decrease in removal from lunch
• What new, improved behavior are we looking for from
students?
– Increase in taking turns, waiting in line, appropriate volume
– Students transition peacefully, safely
Example #2 – Common/Less
Structured Areas
Some Sample Interventions
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Teach, remind and prompt appropriate behavior
Change the students mixed together in the setting
Decrease the number of students in the setting
Establish/Change the routines/activities for the settings
Change to physical layout
Increase staff presence
Change staff supervisory behavior (Active Supervision)
Reinforcement for students who meet expectations
Change teacher and/or administrative consequences
(selected based on data, staff input, research to fit your building needs)
Study: Colvin, G., Sugai, G., Good III, R.H., & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology
Quarterly, 12, 344-363.
Effect of Supervisor Interactions on Problem Behavior
Results of Pre-Correction Study
Major Findings:
• Active supervision combined with pre-correction
significantly reduced problems
• Active supervision defined as: Moving around, looking
around and interacting with children
• Interactions between supervisor and children negatively
correlated to high degree (-83%)
• Actual number of adults present did not affect student
behavior (range 1-5)
• Some students persisted with problem behavior implying
they needed a more individualized intervention.
Research has shown active supervision
combined with precorrection practices have
been useful with the following
• Reducing High School Tardy To Class (when paired with
escorting students; interaction more important than moving
and scanning)
– (Johnson-Gros, Lyons & Griffin 2008)
• Improving Middle Level (6th grade) Classroom Behavior
– (De Pry & Sugai 2002)
• Improving Elementary School playground behavior
– (Lewis, Colvin & Sugai 2000)
• Increasing physical activity in Middle School physical
education class
– (Schuldheisz & van der Mars 2001)
Active Supervision is MIS
Move
Interact
Scan
Move
• Movement should be randomized & you should
change direction
• Be on the go, not stopping for more than 5-10 seconds
unless necessary for corrective/safety purposes
• Move so that you can see the entire setting (so you
see around corners, behind visual barriers, etc.)
Interact
• Interactions with students should be brief &
positive, 5-10 seconds
• Interactions can be as simple as hello or a
wave
• Builds relationships with students & it lends to
the presence of the monitor
Scan
• Be moving your eyes, head, and neck
throughout
• Look all around you as you move
• Look & listen
Signs of trouble
• Games/activities breaking up for no reason
• Unusually quiet or noisy
• Kids clumping or encircling another kid
• Kids that are isolating themselves
• Kids that are crying, seem distressed
Video
https://www.irised.com/
Example #2 – Common/Less
Structured Areas
Progress Monitoring and Modification
Process Data
• Are staff performing the necessary behavioral changes?
• Are we adhering to structural/procedural changes?
• Are we as adults doing what we said we would do?
• How do we regroup and make these changes happen?
Outcome Data
• Are we seeing improvement with student behavior?
• Is there shifts in the data; positive, negative, other?
• Are some students persisting with problem behavior and
in need of group or individual interventions?
• What interventions do we want to try or relaunch?
Online Resources
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www.pbis.org
www.partnershipschools.org
www.swis.org
www.pbisillinois.org
http://smhp.psych.ucla.edu
www.ed.gov
www.beachcenter.org
www.pbismaryland.org
http://pbismaryland.org/costbenefit.xls